Abstract
Duringtheforeignlanguage-learning,readingcomprehensionplaysanimportantroleofthefourbasiclearningskills.Itisnotonlyoneofthestandardstoevaluate（the）whethertheproficiencyofEnglishcomprehensionishigh.Inthe1970s,Flavellputforwardtheconceptthemeta-cognitive,whichcouldstimulatemanyoftheresearcherstodotheresearch.Anditisalsoaheatedtopicinthefieldsofpsychology,pedagogic,andlinguistics.Accomplishingthereadingtask,thereaderneedcombinetheirknowledgewithtextualknowledgeintheprocessoftheplanning,monitoringandevaluating.Duringtheprocess,Onlythereadersactivelycanplan,regulateandevaluateaswellasadoptproperstrategiescantheytacklethereadingproblemsefficiently.Therefore,meta-cognitionplaysanimportantroleinaccomplishingthereadingcomprehensionforthoseEnglishlearners.
ThroughoneyearteachingexperienceforcollegestudentsmajoringinArtfornationalities,theauthorfindsoutthattheproficiencyofEnglishofArtmajorstudentshasthecommoncharacterthatispoorinbasicskills,lowactivityandbadattitude,etc.Furthermore,mostoftheminEnglishlearninghavenoplans,andtheyevendonotknowhowtolearneffectively.Someoftheresultsareconcludedbythefactorthatislossoftheeffectivestrategies,suchas,meta-cognitivestrategiesandotherlearningstrategies.Therefore,accordingtothecondition,theauthorbasesonthemeta-cognitivetheoryandtakethetwoclassesstudentsmajoringArtinArtcollegeinGrade2012ofNorthwestUniversityforNationalitiesforexample.Andtheauthorconductedthemeta-cognitivestrategiestrainingonthemandthetrainingcontentincludesplanning,monitoringandevaluatingstrategies.Meanwhile,throughthetrainingprogram,someofthequestionswillbeaskedandanswered:1）CantheimplicationoftheMeta-cognitivestrategytrainingimprovetheattitudetowardEnglishreadingcomprehensionofArtmajorstudentsinNationalities?2）Cantheimplicationofthemeta-cognitivestrategiesimprovetheproficiencyofEnglishlearningcomprehensionofArtmajorstudentsinNationalities?Duringtheresearch,theauthoralsoadoptsthequestionnaireandreadingtesttogetthedata,whichareanalyzedbytheSPSS.17.0.Seventy-fivestudentsmajoringArtparticipateintheexperiment.AfterthecomparisonbetweentheT-testandpairedsampletestofthepre-experimentquestionnaireandpost-experimentquestionnaire,itindicatesthatthemeta-cognitiveawarenessandlearningattitudeofECandCChaveimprovedalot,butasforthecomparisonbetweentheECandCC,theirawarenessmeta-cognitivestrategieshavenosignificantdifferences.Thenthesestudentsarerequiredtohavethereadingtest.ThecomparisonbetweentheT-testandPairedsampletesthasprovedthattheEnglishreadingcomprehensionproficiencyofECandCChavemadebigprogressindividually.However,thecomparisonbetweentheECandCCshowsthattheyhavenosignificantchanges.
Accordingly,theauthorcanconcludethatmeta-cognitivestrategieshavenosignificantdifferencesforimprovingtheEnglishreadingcomprehensionofArtmajorstudentsofNorthwestUniversityforNationalities.Asfortheaboveconclusion,wecanindicatethatmeta-cognitivestrategiesaresupposedtoaddtotheclassforArtmajorstudentslittlebylittle,becausemostofthemareunsuccessfulEnglishlearners.Ofcourse,theauthorsuggeststhatteachermayteachasmallpartofstudentshowtousethemeta-cognitivestrategies,buttheteachershouldmakesurethattheproficiencyofEnglishreadingcomprehensionofthesesmallpartofstudentsisbestoftheclass.Atlast,thethesistalksaboutthereasonwhymeta-cognitivestrategieshavenosignificantdifferencesforArtmajorstudentsofNorthwestUniversityforNationalities.
Thentheauthoralsogivesthelimitationsandsuggestionsforfurtherstudy.
Abstract
Inrecentyears,theSouthChinaSeaissuehasbecomeahottopic,escalatingfrombilateraldisputesintothecurrentsituationof“sixcountriesandeightparties”.
Therefore,theissuehasraisedmanyconcernsfromtheinternationalcommunity.China-VietnamdisputeovertheSouthChinaSeaisparticularlynoticeable.Associalistcountries,ChinaandVietnamhavedeephistoricalrelationsbetweenthem.
WecanevensaythattheChina-Vietnamrelationsenjoyuniqueadvantages.However,VietnamhasoccupiedmostoftheChineseislandsandreefsintheSouthChinaSea.DifferentfromotherclaimantsintheSouthChinaSeaissue,VietnamhasdeclaredclaimtotheentireSpratlyandParacelIslands,playingaleadingroleintheSouthChinaSeaissue.
GiventheimportantinfluenceofVietnamontheSouthChinaSeaissueandtheuniquenessoftheirbilateralrelations,theChina-VietnamdisputehasbecomethemostcomplexdisputeintheSouthChinaSeaissue;meanwhile,itisalsoagoodpointtomakeabreakthroughfromsoastosolvetheSouthChinaSeaissue.ChinaandVietnamhavesuccessfullysolvedthroughbilateralconsultationsandnegotiationsthelandborderissueleftoverfromthehistory.WehavereasonstolookforwardtothepeacefulsettlementoftheirdisputeovertheSouthChinaSeaissue.
Fromthecurrentperspective,thedifferencesbetweenChinaandVietnamareverybig,andtheUnitedStatesandotheroutsidepowershaveneverstoppedtheirinterferenceintheSouthChinaSeaissue.Therefore,itwillbedifficultforChinatosafeguardnationalinterestsintheSouthChinaSeabypeacefulmeanswhileensuringsmoothrelationswithVietnam.However,withChina'scomprehensivenationalstrengthgrowing,thecostofinterferenceforpowersoutsidetheregionintheSouthChinaSeaissuewillbeincreasinglyhigh,andthechangeinthebalanceofpowerwillalsobeinfavorofChina.
Theoptionofmilitarymeanscontainslotsofrisks,whiletheoptionofinternationalarbitrationisundesirable.Onthisoccasion,thepresentstudyholdsthatthereremainsapossiblypragmaticsolution.Thisneedsthenon-interferenceoftheUSontheChina-Vietnamdispute.IfChinawantstoreachthisgoal,Chinashouldtakethebenefit-sharingwithUStosomecontentintofullconsideration.Onthisbasis,ChinacouldregainitssovereigntyovertheNanshaislandsthroughjointdevelopment,transferofsomeeconomicbenefits,increasingeconomicinfluenceonVietnameseeconomy,andwideningthepowergaps,etc.
IfChinaandVietnamcouldsuccessfullysolvetheirmaritimedispute,itwouldbeaverypositiveexampletothefinalsolutiontotheSouthChinaSeaissue.
ABSTRACT
PronunciationisanimportantcriteriontotestEnglishproficiency.AsthebackboneofEnglishphonetics,super-segmentalfactorsplayakeyroleincommunication,realizingthefunctionsofdisambiguating,conveyinginformationandexpressingthespeaker'sattitude.Thisstudyfocusesonsuper-segmentalfeaturesofseniorEnglishmajorsinapublicuniversityinZhejiangProvincebymeansofToBIlabeling.TwentyeightseniorEnglishmajorsandthreenativeEnglishspeakersarerequiredtoreadaloudandrecordthesamematerial.Fivetargetsentencesareextractedfromeachparticipant'srecordingandwiththehelpofPRAAT,thepitchcontoursofthesefivetargetsentencesreadbyeachparticipantareproduced,andafterthat,ToBIlabelingisconducted.
Thesuper-segmentalfeaturesarestudiedfromtheperspectivesofprominence,phrasingandtunes.ResultsindicateAat:（1）EFLlearnersuseprominencemorefrequently,butthedistinctionbetweenprominentwordsandunprominentwordsarenotquiteobvious,whichmayblurthefocusofinformation.（2）EFLlearnerstendtosegmenttheutteranceintosmallerchunkswithfewerwordsinshortertime.（3）EFLlearnerstendtousevarioustypesoftunesintheutterancebutlevelandfallingtonesaretwocommonlyusedtunetypes.Thepitchrangeoftheirtunesisnarrow,withoutobviousundulations.PossiblecausesarenegativetransferfrommothertongueChineseandalackofphoneticknowledge.
Pedagogicalsuggestionsaremadetoimprovephoneticinstructions,i.e.,increasingstudents'phoneticawareness,particularlytheirawarenessofsuper-segmentalfeatures,andapplyingvisualsoftwaretophoneticinstructions.Limitationsofandrecommendationsforfurtherstudiesarealsopresented.
ABSTRACT
Degreeadverbsplayacrucialroleindailylanguagecommunication.However,owingtotheirwidevarietiesandsimilarmeanings,itishardforlanguagelearnerstoreallymastertheirmeaningsandusages.
WiththeaidofAntConc3.4.lwandbasedonthecorporaofFROWN（TheFreiburg-BrownCorpusofAmericanEnglish），FLOB（TheFreiburg-LOBCorpusofBritishEnglish）andCLEC（ChineseLearnerEnglishCorpus），thestudyaimstocomparetheactualuseofcommonEnglishdegreeadverbsintermsofsemanticprosodybetweenChineseEFLlearnersandnativeEnglishspeakers.Theresearchproceduresconsistoftwosteps.First,AntConc3.4.lwislaunchedtoextractconcordancelinesofthetargetnodewordsineachcorpusandthesemanticfeaturesofthenodewords'collocatesareanalyzed;then,thesemanticprosodiesofthesenodewordsaresummarizedandcomparisonsaremadebetweenthetwocorpora.
TheresultsindicatethattherearedifferencesaswellassimilaritiesbetweennativeEnglishspeakersandChineselearnersintheiruseofsemanticprosody.
ChineseEFLlearnerstendtounderusethenegativesemanticprosodiesoffairly,highly,andtotally?,overusethenegativesemanticprosodiesofextremely;andmisusethesemanticprosodyofterribly.TheresultsalsoshowthatsomeproblemsexistinChineselearners'useofsemanticprosodiesofdegreeadverbs,andthereasonsmayincludetheirfirstlanguagetransfer,intralingualtransfer,andthelackofinformationaboutthesemanticprosodyindictionariesandtextbooks.
ThestudyhassomeimplicationsforEnglishlanguageteaching,vocabularylearning,aswellasthetextbookanddictionarycompiling.
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